Every prekindergarten and kindergarten has a "music center"
or similar area where children have easy access to music materials and can
listen to music with headphones so as not to disturb others.

Every prekindergarten and kindergarten has an uncluttered area large
enough to accommodate the largest group of children taught and to provide
ample space for creative and structured movement activities.

Arts Template\Mus K.wpd

Arts Education Program Assessment Worksheet

For use by

ABC Sites in South Carolina

Based on Exemplars from

Opportunity-to-Learn Standards for Arts Education

Developed by the Consortium of National Arts Education
Associations

Arts Area: MUSIC

Grade Levels: ELEMENTARY

Curriculum and Scheduling

Exemplars

Lacking

Meets

Exceeds

Comments

1

The music program in The elementary school provides the foundation for
a sequential music program in the middle school. Instructional activities
are directed toward achieving the national voluntary content and
achievement standards.

2

a. The curriculum comprises a balanced and sequential program of
singing, playing instruments, listening to music, improvising and
composing music) and moving to music.

b. learning experiences are designed to develop the ability to read
music) use the notation and terminology of music, analyze and describe
music, make informed evaluations concerning music, and understand music
and music practices in relation to history and culture and to other
disciplines in the curriculum.

3

The repertoire taught includes music representing diverse genres and
styles from various periods and cultures.

4

The music curriculum is described and outlined in a series of
sequential and articulated curriculum guides for each grade level.

5

Every student receives general music instruction each week for at least
ninety minutes, excluding time devoted to elective instrumental or choral
instruction. Music is woven into the curriculum throughout the school day.

6

Instruction by music specialists is provided in periods of not less
than twenty minutes nor more than thirty minutes in grades 1 and 2 and in
periods of not less than twenty-five minutes nor more than forty-five
minutes in grades 3 through 6.

7

Classes in general music are no larger than classes in other subjects
of the curriculum.

8

General music instruction includes at least two of the following:
recorder, fretted instruments, keyboard instruments, electronic
instruments, instruments representing various cultures

9

Instruction is provided in string, wind, and percussion instruments.
Instrumental classes meet at least two times per week for a total of at
least ninety minutes, including individual instruction and work in small
groups and large ensembles.

10

Instruction on string instruments begins not later than grade 4, and
instruction on wind and percussion instruments begins not later than grade
5. For the first year of instrumental study, students are taught at least
part of the time in homogeneous instrumental groupings.

11

Every performing group presents two to three performances or open
rehearsals each year for parents, peers) and the community.

12

Musicians and music institutions of the community are utilized, when
available, to enhance and strengthen the school music curriculum.

13

When students with disabilities are included in regular music classes:

a. Their placement is determined on the same basis as placement for
students without disabilities (e.g., musical achievement, chronological
age).

b. Music educators are involved in placement decisions and are fully
informed about the needs of each student.

c. Their placement does not result in classes that exceed the average
class size for the school by more than 10 percent.

d. The number of these students does not exceed the average for other
classes in the school by more than 10 percent.

14

Music instruction is provided for students receiving special education
who are not included in regular music classes. Music instruction for
students with disabilities is designed to teach practical music skills and
knowledge that will assist the students in functioning successfully in the
music environments of the home, school, and community. The amount of time
for music instruction is equivalent to that provided to students without
disabilities.

15

Students with disabilities are given the same opportunities to elect
choral and instrumental instruction as other students. If a music task
cannot be performed by students with disabilities exactly as it would be
by other students, adaptation is provided so that students with
disabilities can participate insofar as possible.

16

Special experiences are designed for gifted and talented students
according to their abilities and interests.

Staffing

Exemplars

Lacking

Meets

Exceeds

Comments

1

a. Music is taught by music specialists in collaboration with classroom
teachers. Leadership, guidance, and musical expertise are provided by
specialists, who possess the skills and knowledge to teach the structure
of music, the performance of vocal and instrumental music, the appropriate
use of the voice, accurate pitch discrimination, and creativity in music.

b. The music teacher

=s
efforts are complemented by classroom teachers, who have the unique
opportunity to make music a part of the daily life of the students and to
integrate music into the total curriculum.

2

All music educators are musicians/teachers who are certified to teach
music , have extensive specialized knowledge and training, and are fully
qualified for their instructional assignments in music.

3

In order for every student to have reasonable access to the teacher's
attention, the teacher-pupil ratio in general classroom music is no
greater than 1:400.

4

a. Every music educator has a block of time of at least thirty minutes
for preparation and evaluation each day, excluding time for lunch and time
for travel from room to room and building to building.

b. Sufficient time for travel is calculated in the teaching loads of
teachers who are required to move from one building to another.

5

a. The school district or school provides a regular program of
in-service education that includes at least two paid days for professional
development activities arranged by the district or school each year for
every music educator.

b. Every music educator is permitted at least two paid days of leave
each year for professional development activities proposed by the teacher
and approved by the district or school.

6

a. Special-education classes in music are no larger than other
special-education classes.

b. Teacher aides are provided for special-education classes in music if
they are provided for other special-education classes.

c. If a student with a disability has an aide to assist in other
classes, the aide also assists the student in music classes.

7

Every music educator working with special-education students has
received training in special education and, for purposes of consultation,
has convenient access to trained professionals in special education or
music therapy.

8

a. In order that the instructional program of every student may be
adequately coordinated and articulated from level to level, one music
educator in every district or school is designated as coordinator or
administrator to provide leadership for the music program.

b. This person is employed on a full-time basis for administration when
the staff includes 25 or more music educators.

c. The amount of administrative time is adjusted proportionately when
the staff is smaller.

d. Additional administrative staff is employed at a rate of one-fifth
time for each additional five teachers above 25.

Materials and Equipment

Exemplars

Lacking

Meets

Exceeds

Comments

1

a. Every room in which music is taught is equipped with a high-quality
sound reproduction system capable of utilizing current recording
technology.

b. At least some of the audio equipment can be operated by the
students.

c. Every teacher has convenient access to sound recordings representing
a wide variety of music styles and cultures

2

a. In every school the following are available for use in music
instruction: microcomputers and appropriate music software, including
notation and sequencing software; printers; sufficient MIDI equipment;
multiple electronic keyboards; synthesizers; CD-ROM compatible computers
and music-related CD-ROMs.

b. Also available are video cameras, color monitors, stereo VCRS, and
multimedia equipment combining digitized sound and music with graphics and
text.

3

Every school provides high-quality instructional materials and
equipment of sufficient quantity and variety for every type of content
taught and for every instructional setting.

4

a. Every school provides a set of music textbooks, published not more
than six years previously, for every grade level. A book is available for
every student.

b. Teachers' editions of the textbooks with accompanying sound
recordings, as well as other resource materials in music, are readily
available for music educators and classroom teachers.

5

Every school contains a library or student resource center that
provides a variety of music-related books and other print materials, audio
and video materials, and computer software.

6

a. For band, orchestra, and chorus, a library of music is provided that
includes at least forty titles for each type of group.

b. At least fifteen titles for each type of group are added each year.

c. The library of music for performing groups is sufficient in size to
provide a folder of music for each student in choral groups and for each
stand of no more than two performers in instrumental groups.

d. The library contains no materials produced in violation of copyright
laws.

7

a. Every room in which music is taught has convenient access to a
high-quality acoustic or electronic piano, sufficient sturdy music stands,
and an assortment of pitched and non-pitched instruments of good quality
for classroom use, including fretted instruments, recorders, melody bells,
barred instruments, chorded zithers, and assorted instruments representing
a variety of cultures.

b. Adaptive devices (e.g., adaptive picks, beaters) are available for
use by students with disabilities.

b. Additional instruments are provided where students have difficulty
in purchasing instruments due to financial hardship.

9

An annual budget is provided for the purchase of records, CDs, and
audiotape and videotape; computer and electronic materials; and the other
special supplies, materials, and equipment needed for the teaching of
music.

10

a. All equipment is maintained in good repair, with pianos tuned at
least three times each year.

b. An annual budget is provided for the repair and maintenance of
instruments and equipment that is equal to at least 5 percent of the
current replacement value of the total inventory of instruments and
equipment.

11

An annual budget is provided for the replacement of school-owned
instruments that is equivalent to at least 5 percent of the current
replacement value of the total inventory of instruments.

Facilities

Exemplars

Lacking

Meets

Exceeds

Comments

1

a. A suitable room is available for teaching general music in every
school. The room is large enough to accommodate the largest group taught
and to provide ample space for physical movement.

b. The room has appropriate acoustical properties, a quiet environment,
good ventilation, and adequate lighting..

Sufficient secured storage space is available in every school to store
instruments, equipment, and instructional materials. Shelving or lockers
are provided for various large and small instruments.

4

In order that every student may have convenient, private access to his
or her teacher for consultation and help, office or studio space is
provided for every music educator.

5

a. The music facilities in every school are adjacent to one another,
they are acoustically isolated from one another and from the rest of the
school, and they are readily accessible to the auditorium stage.

b. All facilities are accessible to persons with disabilities.

Arts Template\MusElem.wpd

Arts Education Program Assessment Worksheet

For use by

ABC Sites in South Carolina

Based on Exemplars from

Opportunity-to-Learn Standards for Arts Education

Developed by the Consortium of National Arts Education
Associations

Arts Area: MUSIC

Grade Levels: MIDDLE/JUNIOR HIGH SCHOOL

Curriculum and Scheduling

Exemplars

Lacking

Meets

Exceeds

Comments

1

The music program in the middle school builds sequentially on the music
program in the elementary school and provides the foundation for the music
program in the high school. Instructional activities are directed toward
achieving the national voluntary content and achievement standards.

2

The general music curriculum comprises a balanced and sequential
program of singing, playing instruments, reading music, listening to
music, and improvising and composing music.

3

a. Every music course, including performance courses, provides
experiences in creating, performing, listening to, and analyzing music, in
addition to focusing on its specific subject matter.

b. Also included are learning experiences designed to develop the
ability to read music, use the notation and terminology of music, describe
music, make informed evaluations concerning music, and understand music
and music practices in relation to history and culture and to other
disciplines in the curriculum.

4

The repertoire taught includes music representing diverse genres and
styles from various periods and cultures.

5

The music curriculum is described and outlined in a series of
sequential and articulated curriculum guides for each grade level or
course.

6

General music is required of all students through grade 8.

7

a. Every music course meets at least every other day in periods of at
least 45 minutes.

b. Except for bands, orchestras, and choruses, music class size does
not exceed the average class size for the school by more than 10%.

8

a. At least one year-long elective course in music other than band,
orchestra, and chorus is offered in grade 9.

b. At least one course with no prerequisites is available.

9

a. Choral and instrumental ensembles and classes are offered during the
school day and are scheduled so that all members of each ensemble meet as
a unit throughout the year or have equivalent time under an alternative
scheduling arrangement.

b. When enrollment justifies, the school offers at least two bands, two
orchestras, and two choruses, differentiated by the experience or age
level of their members, or, in the case of choruses, by their composition
(e.g., treble voices, lower voices, mixed voices).

c. Other choral and instrumental ensembles or classes are offered that
reflect the musical interests of the community when clearly identifiable.

10

In schools not utilizing block scheduling, the school day includes no
fewer than eight instructional periods. Every effort is made to avoid
scheduling single-section courses in music against single-section courses
in required subjects.

11

a. Every performing group presents a series of performances or open
rehearsals each year for parents, peers, and the community.

b. The number of performances is sufficient to demonstrate the nature
and extent of the students learning experiences but not so great as to
interfere with the learning process, to reduce the amount of time
available to achieve the instructional objectives of the ensemble, or to
suggest an emphasis on entertainment rather than education.

12

a. Beginning and intermediate instruction is available on woodwind,
string, brass, and percussion instruments.

b. Instruction is also provided on instruments that reflect the musical
interests of the community when clearly identifiable.

13

Musicians and music institutions of the community are utilized, when
available to enhance and strengthen the school music curriculum.

14

When students with disabilities are included in regular music classes:

a. Their placement is determined on the same basis as placement for
students without disabilities (e.g., musical achievement, chronological
age).

b. Music educators are involved in placement decisions and are fully
informed about the needs of each student.

c. Their placement does not result in classes that exceed the average
class size for the school by more than 10 percent.

d. The number of these students does not exceed the average for other
classes in the school by more than 10 percent.

15

Music instruction is provided for students receiving special education
who are not included in regular music classes. Music instruction for
students with disabilities is designed to teach practical music skills and
knowledge that will assist the students in functioning successfully in the
music environments of the home, school, and community. The amount of time
for music instruction is equivalent to that provided to students without
disabilities.

16

Students with disabilities are given the same opportunities to elect
choral and instrumental instruction as other students. If a music task
cannot be performed by students with disabilities exactly as it would be
by other students, adaptation is provided so that students with
disabilities can participate insofar as possible.

17

Special experiences are designed for gifted and talented students
according to their abilities and interests.

Staffing

Exemplars

Lacking

Meets

Exceeds

Comments

1

All music educators are musicians/teachers who are certified to teach
music, have extensive specialized knowledge and training, and are fully
qualified to teach every course they are assigned.

2

a. The number of music educators is sufficient to teach the courses
specified under the standards forcurriculum and scheduling

b. An accompanist is provided for choral ensembles of more than 50
members.

3

a. Every music educator has a block of time of at least thirty minutes
for preparation and evaluation each day, excluding time for lunch and time
for travel from room to room and building to building.

b. Sufficient time for travel is calculated in the teaching loads of
teachers who are required to move from one building to another.

4

a. The school district or school provides a regular program of
in-service education that includes at least two paid days for professional
development activities arranged by the district or school each year for
every music educator.

b. Every music educator is permitted at least two paid days of leave
each year for professional development activities proposed by the teacher
and approved by the district or school.

5

a. Special-education classes in music are no larger than other
special-education classes.

b. Teacher aides are provided for special-education classes in music if
they are provided for other special-education classes.

c. If a student with a disability has an aide to assist in other
classes, the aide also assists the student in music classes.

6

Every music educator working with special-education students has
received training in special education and, for purposes of consultation,
has convenient access to trained professionals in special education or
music therapy.

7

a. In order that the instructional program of every student may be
adequately coordinated and articulated from level to level, one music
educator in every district or school is designated as coordinator or
administrator to provide leadership for the music program.

b. This person is employed on a full-time basis for administration when
the staff includes 25 or more music educators.

c. The amount of administrative time is adjusted proportionately when
the staff is smaller.

d. Additional administrative staff is employed at a rate of one-fifth
time for each additional five teachers above 25.

Materials and Equipment

Exemplars

Lacking

Meets

Exceeds

Comments

1

a. Every room in which music is taught is equipped with a high-quality
sound reproduction system capable of utilizing current recording
technology.

b. Every teacher has convenient access to sound recordings representing
a wide variety of music styles and cultures.

2

a. In every school the following are available for use in music
instruction: microcomputers and appropriate music software, including
notation and sequencing software; printers; sufficient MIDI equipment;
multiple electronic keyboards; synthesizers; CD-ROM compatible computers
and music-related CD-ROMs.

b. Also available are video cameras, color monitors, stereo VCRS, and
multimedia equipment combining digitized sound and music with graphics and
text.

3

Every school provides high-quality instructional materials and
equipment of sufficient quantity and variety for every type of content
taught and for every instructional setting.

4

a. Every school provides a set of music textbooks, published not more
than 6 years previously, for every grade level through grade 8.

b. A book is available for every student. Teachers

=
editions of the textbooks with accompanying sound recordings, as well as
other resource materials in music, are readily available for music
educators and classroom teachers.

5

Every school contains a library or student resource center that
provides a variety of music-related books and other print materials, audio
and video materials, and computer software.

6

a. For band, orchestra, and chorus, a library of music is provided that
includes at least forty titles for each type of group.

b. At least fifteen titles for each type of group are added each year.

c. The library of music for performing groups is sufficient in size to
provide a folder of music for each student in choral groups and for each
stand of no more than two performers in instrumental groups.

d. The library contains no materials produced in violation of copyright
laws.

7

a. A library of small ensemble music is provided that contains at least
75 titles for various types of ensembles.

b. At least 15 new titles are added each year. .

c. The library contains no materials produced in violation of copyright
laws

8

An instruction book and supplementary materials are provided for each
student enrolled in beginning or intermediate instrumental classes.

9

a. Every room in which music is taught has convenient access to a
high-quality acoustic or electronic piano, sufficient sturdy music stands,
and an assortment of pitched and non-pitched instruments of good quality
for classroom use, including fretted instruments, recorders, melody bells,
barred instruments, chorded zithers, and assorted instruments representing
a variety of cultures.

b. Adaptive devices (e.g., adaptive picks, beaters) are available for
use by students with disabilities.

c. A set of portable choral risers is conveniently available to every
room in which choral music is taught.

f. Additional instruments are provided for each additional large
ensemble and in situations where students have difficulty in purchasing
instruments due to financial hardship.

11

An annual budget is provided for the purchase of records, CDs, and
audiotape and videotape; computer and electronic materials; and the other
special supplies, materials, and equipment needed for the teaching of
music.

12

a. All equipment is maintained in good repair, with pianos tuned at
least three times each year.

b. An annual budget is provided for the repair and maintenance of
instruments and equipment that is equal to at least 5 percent of the
current replacement value of the total inventory of instruments and
equipment.

13

An annual budget is provided for the replacement of school-owned
instruments that is equivalent to at least 5 percent of the current
replacement value of the total inventory of instruments.

Facilities

Exemplars

Lacking

Meets

Exceeds

Comments

1

a. A suitable room is available for teaching general music and other
music classes in every school.

b. The room is large enough to accommodate the largest group taught and
to provide ample space for physical movement.

2

a. Every school with both instrumental and choral music educators
contains a rehearsal room for instrumental groups and a rehearsal room for
choral groups.

Adequate classroom space is provided for teaching of nonperformance
classes in music, and specialized facilities are available for electronic
music and class piano, if taught.

6

a. Every room in which music is taught has appropriate acoustical
properties, a quiet environment, good ventilation, and adequate lighting.

b. The ventilation is quiet enough to allow students to hear soft
music, and every room is acoustically isolated from the rest of the
school.

7

a. Rehearsal rooms, practice rooms, and instrument storage rooms
maintain a year-round temperature range between 68 and 70 degrees with
humidity between 40% and 50% and an air-exchange rate double that of
regular classrooms

b. Lighting and ventilation systems are designed so that rehearsal
rooms have a Noise Criterion (NC) level not to exceed NC2S, ensemble
rooms, teaching studios, and electronic or keyboard rooms not to exceed
NC3O, and practice rooms not to exceed NC35.

8

Rehearsal rooms have double-entry doors, nonparallel or acoustically
treated walls, and a Sound Transmission Classification (S TC) of at least
STC50 for the interior and exterior walls and at least STC45 for doors and
windows.

9

a. Sufficient secured storage space is available in every school to
store instruments, equipment, and instructional materials.

b. Cabinets and shelving are provided, as well as lockers for the
storage of instruments in daily use.

c. This space is located in or immediately adjacent to the rehearsal
facilities. Space is available for the repair and maintenance of
instruments.

10

Every music classroom and rehearsal room contains sufficient
chalkboard, some of which has permanent music staff lines, and sufficient
cork board.

11

Every school provides at least two rehearsal rooms of at least 350
square feet each for small ensembles.

12

Every school provides several practice rooms of at least 55 square feet
each.

13

a. In order that every student may have convenient, private access to
his or her teacher for consultation and help, office or studio space is
provided for every music educator.

b. This space is adjacent to the instructional area in which the
educator teaches and is designed so that he or she can supervise the area.

c. There is convenient access to a telephone.

14

a. The music facilities in every school are adjacent to one another and
are so located that they can be secured and used independently of the rest
of the building.

b. All facilities are accessible to persons with disabilities.

15

a. The music facilities are easily accessible to the auditorium stage.
The stage is large and open and is adaptable to the various needs of the
performing arts.

b. The auditorium is designed as a music performance space, with good,
adjustable acoustics for music and speech requirements, with stage
lighting of at least 70 footcandles, and with quiet and adequate
mechanical and lighting systems that do not exceed NC20.

Arts Template\Mus MS_JHS.wpd

Arts Education Program Assessment Worksheet

For use by

ABC Sites in South Carolina

Based on Exemplars from

Opportunity-to-Learn Standards for Arts Education

Developed by the Consortium of National Arts Education
Associations

Arts Area: MUSIC

Grade Levels: HIGH SCHOOL

Curriculum and Scheduling

Exemplars

Lacking

Meets

Exceeds

Comments

1

The music program in the middle school builds sequentially on the music
program in the elementary school and provides the foundation for the music
program in the high school. Instructional activities are directed toward
achieving the national voluntary content and achievement standards.

2

a. Every music course, including performance courses, provides
experiences in creating, performing, listening to, and analyzing music, in
addition to focusing on its specific subject matter.

b. Also included are learning experiences designed to develop the
ability to read music, use the notation and terminology of music, describe
music, make informed evaluations concerning music, and understand music
and music practices in relation to history and culture and to other
disciplines in the curriculum.

4

The repertoire taught includes music representing diverse genres and
styles from various periods and cultures.

5

Every music course meets at least every other day in periods of at
least 45 minutes.

6

One semester-length music course other than band, orchestra, and chorus
is offered for each 400 students in the school. At least one of these
courses has no prerequisites.

7

a. Choral and instrumental ensembles and classes are offered during the
school day and are scheduled so that all members of each ensemble meet as
a unit throughout the year or have equivalent time under an alternative
scheduling arrangement.

b. When enrollment justifies, the school offers at least two bands, two
orchestras, and two choruses, differentiated by the experience or age
level of their members, or, in the case of choruses, by their composition
(e.g., treble voices, lower voices, mixed voices).

c. Other choral and instrumental ensembles or classes are offered that
reflect the musical interests of the community when clearly identifiable.

8

At least one performing organization other than band, orchestra, and
chorus (e.g., jazz ensemble, madrigal singers, show choir, gospel choir)
is available for each 300 students in the school.

9

In schools not utilizing block scheduling, the school day includes no
fewer than eight instructional periods. Every effort is made to avoid
scheduling single-section courses in music against single-section courses
in required subjects.

10

a. Every performing group presents a series of performances or open
rehearsals each year for parents, peers, and the community.

b. The number of performances is sufficient to demonstrate the nature
and extent of the students learning experiences but not so great as to
interfere with the learning process, to reduce the amount of time
available to achieve the instructional objectives of the ensemble, or to
suggest an emphasis on entertainment rather than education.

11

a. Beginning and intermediate instruction is available on woodwind,
string, brass, and percussion instruments.

b. Instruction is also provided on instruments that reflect the musical
interests of the community when clearly identifiable.

12

Musicians and music institutions of the community are utilized, when
available to enhance and strengthen the school music curriculum.

13

When students with disabilities are included in regular music classes:

a. their placement is determined on the same basis as placement for
students without disabilities (e.g., musical achievement, chronological
age),

b. music educators are involved in placement decisions and are fully
informed about the needs of each student.

14

a. Students with disabilities are given the same opportunities to elect
choral and instrumental instruction as other students.

b. If a music task cannot be performed by students with disabilities
exactly as it would be by other students, adaptation is provided so that
students with disabilities can participate insofar as possible.

15

a. Academic credit is awarded for music study on the same basis as for
comparable courses.

b. Grades earned in music courses are considered in determining the
grade point averages and class rankings of students on the same basis as
grades in comparable courses.

16

Special experiences are designed for gifted and talented students
according to their abilities and interests.

Staffing

Exemplars

Lacking

Meets

Exceeds

Comments

1

All music educators are musicians/teachers who are certified to teach
music, have extensive specialized knowledge and training, and are fully
qualified to teach every course they are assigned.

2

a. The number of music educators is sufficient to teach the courses
specified under the standards forcurriculum and scheduling

b. An accompanist is provided for choral ensembles of more than 50
members.

3

a. Every music educator has a block of time of at least thirty minutes
for preparation and evaluation each day, excluding time for lunch and time
for travel from room to room and building to building.

b. Sufficient time for travel is calculated in the teaching loads of
teachers who are required to move from one building to another.

4

a. The school district or school provides a regular program of
in-service education that includes at least two paid days for professional
development activities arranged by the district or school each year for
every music educator.

b. Every music educator is permitted at least two paid days of leave
each year for professional development activities proposed by the teacher
and approved by the district or school.

5

a. Special-education classes in music are no larger than other
special-education classes.

b. Teacher aides are provided for special-education classes in music if
they are provided for other special-education classes.

c. If a student with a disability has an aide to assist in other
classes, the aide also assists the student in music classes.

6

Every music educator working with special-education students has
received training in special education and, for purposes of consultation,
has convenient access to trained professionals in special education or
music therapy.

7

a. In order that the instructional program of every student may be
adequately coordinated and articulated from level to level, one music
educator in every district or school is designated as coordinator or
administrator to provide leadership for the music program.

b. This person is employed on a full-time basis for administration when
the staff includes 25 or more music educators.

c. The amount of administrative time is adjusted proportionately when
the staff is smaller.

d. Additional administrative staff is employed at a rate of one-fifth
time for each additional five teachers above 25.

Materials and Equipment

Exemplars

Lacking

Meets

Exceeds

Comments

1

a. Every room in which music is taught is equipped with a high-quality
sound reproduction system capable of utilizing current recording
technology.

b. Every teacher has convenient access to sound recordings representing
a wide variety of music styles and cultures.

2

a. In every school the following are available for use in music
instruction: microcomputers and appropriate music software, including
notation and sequencing software; printers; sufficient MIDI equipment;
multiple electronic keyboards; synthesizers; CD-ROM compatible computers
and music-related CD-ROMs.

b. Also available are video cameras, color monitors, stereo VCRS, and
multimedia equipment combining digitized sound and music with graphics and
text.

3

Every school provides high-quality instructional materials and
equipment of sufficient quantity and variety for every type of content
taught and for every instructional setting.

4

Every school contains a library or student resource center that
provides a variety of music-related books and other print materials, audio
and video materials, and computer software.

5

a. For band, orchestra, and chorus, a library of music is provided that
includes at least forty titles for each type of group.

b. At least fifteen titles for each type of group are added each year.

c. The library of music for performing groups is sufficient in size to
provide a folder of music for each student in choral groups and for each
stand of no more than two performers in instrumental groups.

d. The library contains no materials produced in violation of copyright
laws.

6

a. A library of small ensemble music is provided that contains at least
75 titles for various types of ensembles.

b. At least 15 new titles are added each year. .

c. The library contains no materials produced in violation of copyright
laws

7

a. Every room in which music is taught has convenient access to a
high-quality acoustic or electronic piano.

b. A set of portable choral risers is conveniently available to every
room in which choral music is taught.

e. Additional instruments are provided for each additional large
ensemble and in situations where students have difficulty in purchasing
instruments due to financial hardship

9

An annual budget is provided for the purchase of records, CDs, and
audiotape and videotape; computer and electronic materials; and the other
special supplies, materials, and equipment needed for the teaching of
music.

10

a. All equipment is maintained in good repair, with pianos tuned at
least three times each year.

b. An annual budget is provided for the repair and maintenance of
instruments and equipment that is equal to at least 5 percent of the
current replacement value of the total inventory of instruments and
equipment.

11

An annual budget is provided for the replacement of school-owned
instruments that is equivalent to at least 5 percent of the current
replacement value of the total inventory of instruments.

Facilities

Exemplars

Lacking

Meets

Exceeds

Comments

1

a. Every school with both instrumental and choral music educators
contains a rehearsal room for instrumental groups and a rehearsal room for
choral groups.

Adequate classroom space is provided for teaching of nonperformance
classes in music, and specialized facilities are available for electronic
music and class piano, if taught.

5

a. Every room in which music is taught has appropriate acoustical
properties, a quiet environment, good ventilation, and adequate lighting.

b. The ventilation is quiet enough to allow students to hear soft
music, and every room is acoustically isolated from the rest of the
school.

6

a. Rehearsal rooms, practice rooms, and instrument storage rooms
maintain a year-round temperature range between 68 and 70 degrees with
humidity between 40% and 50% and an air-exchange rate double that of
regular classrooms

b. Lighting and ventilation systems are designed so that rehearsal
rooms have a Noise Criterion (NC) level not to exceed NC2S, ensemble
rooms, teaching studios, and electronic or keyboard rooms not to exceed
NC3O, and practice rooms not to exceed NC35.

7

Rehearsal rooms have double-entry doors, nonparallel or acoustically
treated walls, and a Sound Transmission Classification (S TC) of at least
STC50 for the interior and exterior walls and at least STC45 for doors and
windows.

8

a. Sufficient secured storage space is available in every school to
store instruments, equipment, and instructional materials.

b. Cabinets and shelving are provided, as well as lockers for the
storage of instruments in daily use.

c. This space is located in or immediately adjacent to the rehearsal
facilities. Space is available for the repair and maintenance of
instruments.

9

Every music classroom and rehearsal room contains sufficient
chalkboard, some of which has permanent music staff lines, and sufficient
cork board.

10

Every school provides at least two rehearsal rooms of at least 350
square feet each for small ensembles.

11

Every school provides several practice rooms of at least 55 square feet
each.

12

a. In order that every student may have convenient, private access to
his or her teacher for consultation and help, office or studio space is
provided for every music educator.

b. This space is adjacent to the instructional area in which the
educator teaches and is designed so that he or she can supervise the area.

c. There is convenient access to a telephone.

13

a. The music facilities in every school are adjacent to one another and
are so located that they can be secured and used independently of the rest
of the building.

b. All facilities are accessible to persons with disabilities.

14

a. The music facilities are easily accessible to the auditorium stage.
The stage is large and open and is adaptable to the various needs of the
performing arts.

b. The auditorium is designed as a music performance space, with good,
adjustable acoustics for music and speech requirements, with stage
lighting of at least 70 footcandles, and with quiet and adequate
mechanical and lighting systems that do not exceed NC20.